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Zooming In On Figures

Unit Overview

Type of Unit: Concept; Project

Length of Unit: 18 days and 5 days for project

Prior Knowledge

Students should be able to:

Find the area of triangles and special quadrilaterals.
Use nets composed of triangles and rectangles in order to find the surface area of solids.
Find the volume of right rectangular prisms.
Solve proportions.

Lesson Flow

After an initial exploratory lesson that gets students thinking in general about geometry and its application in real-world contexts, the unit is divided into two concept development sections: the first focuses on two-dimensional (2-D) figures and measures, and the second looks at three-dimensional (3-D) figures and measures.
The first set of conceptual lessons looks at 2-D figures and area and length calculations. Students explore finding the area of polygons by deconstructing them into known figures. This exploration will lead to looking at regular polygons and deriving a general formula. The general formula for polygons leads to the formula for the area of a circle. Students will also investigate the ratio of circumference to diameter ( pi ). All of this will be applied toward looking at scale and the way that length and area are affected. All the lessons noted above will feature examples of real-world contexts.
The second set of conceptual development lessons focuses on 3-D figures and surface area and volume calculations. Students will revisit nets to arrive at a general formula for finding the surface area of any right prism. Students will extend their knowledge of area of polygons to surface area calculations as well as a general formula for the volume of any right prism. Students will explore the 3-D surface that results from a plane slicing through a rectangular prism or pyramid. Students will also explore 3-D figures composed of cubes, finding the surface area and volume by looking at 3-D views.
The unit ends with a unit examination and project presentations.

Students will complete the first part of their project, deciding on two right prisms for their models of buildings with polygon bases. They will draw two polygon bases on grid paper and find the areas of the bases.Key ConceptsProjects engage students in the application of mathematics. It is important for students to apply mathematical ways of thinking to solve rich problems. Students are more motivated to understand mathematical concepts if they are engaged in solving a problem of their own choosing.In this lesson, students are challenged to identify an interesting mathematical problem and choose a partner or a group to work collaboratively on solving that problem. Students gain valuable skills in problem solving, reasoning, and communicating mathematical ideas with others.GoalsSelect a project shape.Identify a project idea.Identify a partner or group to work collaboratively with on a math project.SWD: Consider how to group students skills-wise for the project. You may decide to group students heterogeneously to promote peer modeling for struggling students. Or you can group students by similar skill levels to allow for additional support and/or guided practice with the teacher. Or you may decide to create intentional partnerships between strong students and struggling students to promote leadership and peer instruction within the classroom.ELL: In forming groups, be aware of your ELLs and ensure that they have a learning environment where they can be productive. Sometimes, this means pairing them up with English speakers, so they can learn from others’ language skills. Other times, it means pairing them up with students who are at the same level of language skill, so they can take a more active role and work things out together. Other times, it means pairing them up with students whose proficiency level is lower, so they play the role of the supporter. They can also be paired based on their math proficiency, not just their language proficiency.

Students will explore the cross-sections that result when a plane cuts through a rectangular prism or pyramid. Students will also see examples of cross-section cuts in real-world situations.Key ConceptsStudents are very familiar with rectangular prisms, and to a lesser degree, they are familiar with rectangular pyramids. However, students haven’t been exposed to the myriad possibilities for solids that result from planar slices. The purpose of the lesson is for students to explore these possibilities.GoalsIdentify the plane figures that result from a plane cutting through a rectangular prism or pyramid.

Gallery 2Allow students who have a clear understanding of the content thus far in the unit to work on Gallery problems of their choosing. You can then use this time to provide additional help to students who need to review the unit’s concepts or have fallen behind on work.Gallery OverviewOne World Trade CenterThis task gives students an opportunity to further explore figures that have been intersected by a plane. The task also allows students to revisit scale and think about the net of a sliced prism.Sketch ThreeThis task extends students’ knowledge of nets as they think about surfaces that are triangular and won’t line up parallel. Students may need to use a protractor to keep the angles of the sides consistent.Partial Cube NetThis task provides students with further experience in thinking about the revealed surface in a sliced prism, constructing a more complex net, and estimating area based on area formulas and measuring.Round PrismsThis task extends students’ knowledge of prism measurement to cylinders, which are really no different. Students will see that the only difference is that the base is circular, and they know how to find the circumference (perimeter) and area.Project Work TimeStudents may use a Gallery day to work on their projects and get help if needed.Cube Volume and NetsUsing the 2-D/3-D tool or the parallelogram cubes, students create a solid made of cubes. Using the 2-D views as a guide, they make a net for the figure and find its surface area. Students are challenged to make the net with one piece of paper.Same Surface Area, Different VolumeStudents create two solids with the same surface area but very different volumes. They that surface areas are the same by drawing the 2-D views.Tree House 2This task gives students further practice making a scale drawing and thinking about the net of a solid. Students should also realize that the plans for a building are the 2-D views of the building and are similar to a net.

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